Workshops and Programs

WORKSHOPS are available as teacher professional development exercises, for presentation to service groups and at meetings for educators and human rights advocacy organizations, or as corporate employee training.  Most are highly interactive, and can be presented during minimum of two hours or expanded for a full day.  Videoconference options are available.

Workshops can also be adapted for presentation directly to students, either in class or extra-curricular settings.  Most require a minimum of two hours.

Expanded SCHOOL PROGRAMS provide teacher training and include follow-up assistance and resources, including access to international experts and peers. These are custom-designed to meet the needs of each situation. We work with clients to help them obtain funding for outreach projects as needed.

Meeting US National and New York State Guidelines

Words Into Deeds workshops and classroom programs align with the College, Career and Civic Life C3 Framework for Social Studies, the 2011 InTASC Teaching Standards, and the NYS Common Core Standards for English Language, Arts and Literacy New York State P-12 Common Core Learning Standards for English Language Arts & Literacy. They are consistent with Critical Attributes recommended in the Danielson 2014-15 Rubric

Expanded descriptions of these sets of guidelines and their correlations with Words Into Deeds workshop and program objectives are expanded HERE.

The data below are excerpted from documents used by education departments in many states, including New York, that recommend grade-appropriate curricula and criteria around Human Rights and citizenship skills.

College, Career, and Civic Life C3 Framework for SS Standards

The table below from this document outlines recommended expectations for students K-12.

Below are excerpts from this document; italics highlight congruence with the Words Into Deeds objectives.

  • Appendix B: Psychology Companion Document
    • As the scientific study of behavior and mental processes, psychology examines all aspects of the human experience. Many of society’s challenging issues involve human behavior, such as environmental change and the problems of violence, bullying, prejudice, and discrimination. Psychology contributes to the understanding of these issues, and promotes improvement in health and wellbeing. Psychological literacy is a foundation for civic engagement and is necessary for citizens to make informed decisions about their daily lives.
    • Psychology prepares students to enter the workforce or college by promoting skills such as critical thinking, problem solving, and teamwork.
  • Appendix C: Sociology Companion Document
    • Social phenomena are constructed through human interaction. Thus, sociological inquiry must examine what meanings people give to the behaviors, objects, and interactions that are present in each culture and society. It utilizes the scientific method, is based on critical thinking, and requires students to examine how they are influenced by their social positions. In this way, students learn how to effectively participate in a diverse and multicultural society, and develop a sense of personal and social responsibility.
    • Explain how in-group and out-group membership influences the life chances of individuals and shapes societal norms and values.
  • Appendix D: Anthropology Companion Document
    • Because anthropology examines human experience around the world, it is attuned to global connections as well as local perspectives. Anthropologists examine the extent of globalization and its causes and consequences. For example, they study the movement of people, ideas and objects, and the causes and consequences of such movement, from the first human migration “out of Africa” to current diasporas. They consider the degree to which the global affects the local and vice versa, including debates about cultural homogenization and standardization. They bring together the global and local to consider perspectives on important world issues, including environmental conflict, global warming, wars, and nationalism. They consider human rights and the global justice movement and issues of cultural relativism, such as whether human rights should supersede local cultural rights.
  • Appendix E Scholarly Rationale for the C3 Framework
    • The importance of questions, problem solving spaces, economic thinking, investigate practices and problem solving, geographic thinking, historical thinking, civic-minded thinking, evidence + working collaboratively + civic engagement to show socio-cultural understanding,
    • These disciplined ways of thinking are also ways of learning. As such, they are crucial in preparing young people for lives as engaged and active citizens. Now more than ever, students need the intellectual power to recognize societal problems; ask good questions and develop robust investigations into them; consider possible solutions and consequences; separate evidence-based claims from parochial opinions; and communicate and act upon what they learn. And most importantly, they must possess the capability and commitment to repeat that process as long as is necessary. Young people need strong tools for, and methods of, clear and disciplined thinking in order to traverse successfully the worlds of college, career, and civic life.

New York State Standards

General SS Practices, K-12

Gathering, Interpreting and Using Evidence
Chronological Reasoning and Causation
Comparison and Contextualization
Geographic Reasoning
Economics and Economic Systems
Civic Participation

  ELA Skills Integration

Reading Standards for Literacy

Cite sources for central ideas, including visual information
Identify author’s point of view

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Informed evidence- based arguments and claims
Build on self-questioning, acquired knowledge
Distribute refined organized final versions

Standards for Speaking and Listening

Converse and collaborate with diverse partners in diverse settings
Integrate and evaluate multiple media formats

Present Knowledge and Ideas

Use media to present findings appropriately for an audience
Demonstrate command of reasoning and language use


  SS Grade 12

Participation in Government and Civics
Foundations of American Democracy
Civil Rights and Civil Responsibilities
Rights, Responsibilities, and Duties of Citizenship
Political and Civic Participation
Public Policy

Danielson 2014-15 Rubric: Critical Attributes

Domain #1: Demonstrating Knowledge of Content and Pedagogy
…they must know how the discipline has evolved into the 21st century, incorporating issues such as global awareness and cultural diversity.
…knowing which concepts and skills are prerequisite to the understanding of others.

Critical Attribute:

  • The teacher cites intra- and interdisciplinary content relationships.
  • Activities permit student choice. • Learning experiences connect to other disciplines

Domain #2: Classroom Environment
…foster respectful interactions with and among students, ensuring that students find the classroom a safe place to take intellectual risks.
…belief that hard work will result in higher levels of learning.
…respectful of students’ dignity.

Critical Attribute:

  • Students participate without fear of put-downs or ridicule from either the teacher or other students

Domain #3: Questioning and Discussion
…questions, framed in such a way that they invite students to formulate hypotheses, make connections, or challenge previously held views.
…questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material.

Critical Attribute

  • (Virtually) all students are engaged in the discussion.

Released in 2016, Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions recommends that college admissions criteria include evidence of in-depth outreach projects that emphasize ethical engagement in community service, skills in collective action, meaningful experiences with diversity, and acquiring a sense of responsibility for the future.

Please contact us for additional information, registration, scheduling, and fees.

Teaching Human Rights Using Children’s Literature

Teaching Human Rights Using Children’s Literature

Starting with examples from the book Human Rights in Children’s Literature by Jonathon Todres and Sarah Higinbotham, this workshop explores the often subtle verbal and pictorial biases – both positive and negative – found in classical and contemporary children’s...

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$2.00 a Day: Living on Almost Nothing in America

$2.00 a Day: Living on Almost Nothing in America

Our society has too many low-wage earners who are especially vulnerable to changes in work opportunities and social services. Most do not see the “American Dream” of upward advancement as achievable. In this book, authors Katheryn J. Edin and Luke Shaefer profile...

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Sustainable Development Goals for Peace and Security*

Sustainable Development Goals for Peace and Security*

The international SDGs are designed to guide global efforts to ensure better, healthier lives, with an emphasis of protecting our environmental resources. For teachers, an overview is followed by breakout sessions during which teachers will select those goals that are...

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Documents that Define and Protect Human Rights

Documents that Define and Protect Human Rights

Adopted by the UN General Assembly in 1948, the Universal Declaration of Human Rights is the standard for human rights discourse and policies that all governments agreed to abide by. Others, such as U.N. Convention on the Rights of the Child extended these in greater...

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